HOUGHTON MIFFLIN HARCOURT
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1 LESSON 4 TEACHER S GUIDE Trabajo comunitario en equipo by Joanne Mattern por Joanne Mattern Fountas-Pinnell Level Q Nonfiction Selection Summary It takes the effort of many people to improve a community. There are different ways everyone can help make their community better. Young people can work together with adults to make a difference. HOUGHTON MIFFLIN HARCOURT Number of Words: 857 Characteristics of the Text Genre Nonfi ction Text Structure Third-person narrative divided into seven short chapters Content Community teamwork Community projects Fundraising Themes and Ideas There are many different ways to improve your community. People must work together to make a difference. Language and Conversational language Literary Features Descriptive language Sentence Complexity A mix of short and complex sentences Many sentences begin with introductory clauses such as En muchas partes de los Estados Unidos Quotes Vocabulary Some computer terms, many of which should be familiar: Internet, página en Internet, correo electrónico Words Multisyllable words, such as comunitarios, espectáculo, organizaciones Illustrations Color photographs Diagram Book and Print Features Twelve pages of text One full photo page, photographs on most pages with text Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
2 Trabajo comunitario en equipo by Joanne Mattern Build Background Help students use their knowledge of their community to visualize the selection. Build interest by asking questions such as the following: Qué mejoras se necesitan en su comunidad? Cómo creen que podrían ayudar para hacer esas mejoras? Read the title and author and talk about the cover photograph. Explain that teamwork is very important in making a difference in a community. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Explain that this selection is about how people in a community can work together to make their community a better place. Suggested language: Vayan a la página 2 de este libro. Esta es la página de contenido. El contenido nos dicen de qué tratarán los diferentes capítulos del libro. Miren el primer capítulo. El título del primer capítulo es La unión hace la fuerza. Ask: Qué creen que signifi ca este título? Page 5: Explain that people often sospechan that there is a problem in their community. Page 7: Cuando se descubre un problema en una comunidad, las personas deben intentar ayudar a encontrar una solución. Page 9 10: Point out that the selection contains some technical vocabulary, such as Internet, correo electrónico and página en Internet. Pages 11 14: Explain to students that each new project completed in a community must start with a plan. Hay muchos pasos que deben suceder antes de comenzar un nuevo proyecto. Point to the picture on page 14 and tell students that they can work as a team to help their community. La autora especula que todos pueden contribuir para recaudar dinero para un proyecto. Ahora, vuelvan al comienzo de la lectura y descubran cómo el trabajo en equipo puede ser algo valioso para una comunidad. Target Vocabulary ayudar dar ayuda a alguien, p. 7 con lástima lamentándose, p. 8 especular intentar adivinar, p. 14 favor un acto de bondad, p. 11 inocente no hacer nada malo, p. 14 juzgar mal formarse una idea incorrecta, p. 7 plan una idea para hacer algo, p. 4 robo cuando las personas roban cosas, p. 5 salvar sacar de una situación difícil o peligrosa, p. 5 sospechoso una persona que la gente cree que puede ser culpable de algo, p. 5 2
3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Analyze/Evaluate Strategy questions to analyze and evaluate the text s meaning. and to ask Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: El libro les dio ideas acerca de cómo ayudar a su comunidad? Qué información les resultó más interesante? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text It takes teamwork to make a difference in a community. There are many ways to complete community projects. Fundraising is a very common way to find the money to complete a community project. There are many different ways to improve your community. People must work together to make a difference Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The diagram helps reader to visualize one aspect of the text. The photos contain a lot of useful information. Choices for Further Support Fluency Invite students to participate in choral reading. Suggest that they try to read in a tone, at a volume, and with an expression that would be appropriate if they were giving a presentation at a city council or a town hall meeting. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that to form the plural form of words ending in consonants, they need to ad -es, as in comunidad/comunidades. Provide other examples, such as organizaciones, favores and materiales. 3
4 Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on Hoja reproducible 4.1. Responding Have students use their Cuaderno del lector to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: juzgada mal ) Reading Nonfiction Nonfiction Features: Table of Contents and Diagrams Remind students that nonfiction has many features to help readers find and understand important information. A table of contents and diagrams are two of these features. Explain that a table of contents tells readers what the chapters of the book will be about. Have students browse the table of contents in this book before reading the book as a good way to preview the book before reading the main text. Diagrams are another important source of information. They often help the reader visualize the information that is provided in the text more clearly. Have students look at the diagram on page 9. Ask what information they can learn from the diagram (Cómo una computadora puede enviar mensajes a muchas otras computadoras). Then have students find a section or detail of text in the book that could be further explained with some type of diagram. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts What is the main idea of page 4? This selection is mostly about. What words help readers understand the meaning of the word plan on page 4? 4
5 Nombre Fecha Lección 4 HOJA REPRODUCIBLE 4.1 Vocabulario Trabajo comunitario en equipo ayudar robo salvar juzgar mal especular favor con lástima sospechoso plan inocente Voy a especular que el sospechoso es culpable del robo en la heladería porque tenía chocolate en la nariz. Con un compañero, escribe cinco oraciones con las palabras del. Utiliza en cada oración todas las palabras de vocabulario que puedas. Se muestran respuestas posibles. 1. Con lástima, vi como el plan para obtener un pedazo más de chocolate no funcionó. Le debo un favor, así que lo voy a ayudar con su tarea. 2. Resultó que el sospechoso fue juzgado mal, y es inocente del 3. delito All rights reserved. 3 Grado 4, Unidad 1: Tender una mano 5
6 Nombre Trabajo comunitario en equipo Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. En la página 14, la autora dice: unidas, las personas son más fuertes y dejan de ser indefensas. El trabajo comunitario en equipo hace que las personas se sientan fuertes y logren importantes mejoras. Por qué no hay más gente que haga trabajo comunitario? Qué creen que se podría hacer para que participe más gente? Qué dirían para persuadirlos? 6
7 Nombre Fecha Lección 4 HOJA REPRODUCIBLE 4.1 Vocabulario Trabajo comunitario en equipo ayudar robo salvar juzgar mal especular favor con lástima sospechoso plan inocente Voy a especular que el sospechoso es culpable del robo en la heladería porque tenía chocolate en la nariz. Con un compañero, escribe cinco oraciones con las palabras del. Utiliza en cada oración todas las palabras de vocabulario que puedas. 1. Con lástima, vi como el plan para obtener un pedazo más de chocolate no funcionó
8 Estudiante Fecha Trabajo comunitario en equipo n i v e l q Lección 4 Hoja reproducible Trabajo comunitario en equipo Registro de lectura page Selection Text Errors Self-Corrections 3 Imagínate que en la comunidad los niños no tienen dónde jugar. O imagínate que las calles de un barrio están cubiertas de basura. La mayoría de las personas pensarían: Hay que hacer algo para solucionar estos problemas, pero, cómo puedo ayudar?. Es difícil para una sola persona solucionar un problema grande. Sin embargo, muchas comunidades han descubierto que los resultados son maravillosos cuando todos trabajan juntos. Los estudiantes como tú pueden desempeñar un papel importante en este proceso. 4 En muchas partes de los Estados Unidos las personas han creado un plan para mejorar sus comunidades. Comments: Accuracy Rate (# words read correctly/95 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T
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LESSON 6 TEACHER S GUIDE by Michael Falcon por Michael Falcon Fountas-Pinnell Level K Informational Text Selection Summary Beavers build dams in streams and then build homes in the ponds made by their
Más detallesFountas-Pinnell Level N Informational Text
LESSON 23 TEACHER S GUIDE Las telas alrededor del mundo by Gloria Jasperse Fountas-Pinnell Level N Informational Text Selection Summary Textiles made by people of different cultures around the world often
Más detallesNivel: F EDL: 6 12 Género: No ficción narrativa Estrategia: Resumir Destreza: Comprender a los personajes Número de palabras: 136 1.6.
LESSON 30 TEACHER S GUIDE by Barbara Miller Fountas-Pinnell Level H Narrative Nonfiction Nivel: F EDL: 6 12 Género: No ficción narrativa Estrategia: Resumir Destreza: Comprender a los personajes Número
Más detallesPolvo de cometa. Fountas-Pinnell Level U Informational Text. by Helen Webber
LESSON 2 TEACHER S GUIDE by Helen Webber Polvo de cometa por Helen Webber Fountas-Pinnell Level U Informational Text Selection Summary Scientists sent the spacecraft Stardust into space to collect date
Más detallesFountas-Pinnell Level T Narrative Nonfiction
LESSON 17 TEACHER S GUIDE Ayudando a los animales salvajes by Stephanie W. Sigue Fountas-Pinnell Level T Narrative Nonfiction Selection Summary Wildlife rehabilitators are important to the survival of
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
LESSON 20 TEACHER S GUIDE by Gina Parnell por Gina Parnell Fountas-Pinnell Level F Fantasy Selection Summary When Dora and Mamá put frosting on the cake, they make a pretty cake until Dora takes a lick
Más detallesFountas-Pinnell Level N Realistic Fiction. by Vidas Barzdukas
LESSON 12 TEACHER S GUIDE by Vidas Barzdukas por Vidas Barzdukas ilustrado por Marilee Harrald-Pilz Fountas-Pinnell Level N Realistic Fiction Selection Summary Matilda loves to write poetry, but she is
Más detallesEl planeta rojo by Phil Moschowitz
LESSON 28 TEACHER S GUIDE by Phil Moschowitz Fountas-Pinnell Level N Informational Text Selection Summary People have been interested in and have been studying the planet Mars for hundreds of years. Mars
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 22 TEACHER S GUIDE Las casas de los animales by Rosalee Park por Rosalee Park Fountas-Pinnell Level G Informational Text Selection Summary A spider, bees, baby birds, ducks, a bear, a skunk, and
Más detallesFountas-Pinnell Level Q Realistic Fiction
LESSON 12 TEACHER S GUIDE Walter y el festival de comida by Linda Cernak Fountas-Pinnell Level Q Realistic Fiction Selection Summary Walter s classmates are excited about the food fair at school. But Walter
Más detallesCharacteristics of the Text Genre Informational text Text Structure
LESSON 6 TEACHER S GUIDE Maravillosos mamíferos marinos by John Stewart por John Stewart Fountas-Pinnell Level R Informational Text Selection Summary Manatees and sea otters dwell beneath the ocean s surface,
Más detallesFountas-Pinnell Level J Informational Text
LESSON 23 TEACHER S GUIDE De la oveja al suéter by Liza Paul Fountas-Pinnell Level J Informational Text Selection Summary A sheep s fleece can be turned into yarn to make a sweater. The sheep s fleece
Más detallesCharacteristics of the Text Genre Biography Text Structure Third-person narrative in seven sections
LESSON 2 TEACHER S GUIDE by Joanne Mattern Fountas-Pinnell Level Q Biography Selection Summary Coretta Scott King (1927 2006), wife of Dr. Martin Luther King, Jr., was an influential leader and speaker
Más detallesCharacteristics of the Text Genre Mystery Text Structure
LESSON 29 TEACHER S GUIDE by LaToya Simms El ladr n de la granja por LaToya Simms ilustrado por John Wallner Fountas-Pinnell Level J Mystery Selection Summary A bandit is taking Toña s, Camilo s and Gabriel
Más detallesRodeo! Rodeo! Characteristics of the Text Genre Informational text Text Structure. Fountas-Pinnell Level S Informational Text. by J. P.
LESSON 23 TEACHER S GUIDE by J. P. Adams Fountas-Pinnell Level S Informational Text Selection Summary Rodeos are held all over the United States, a testimony to their enduring popularity. This selection
Más detallesFountas-Pinnell Level P Realistic Fiction. by Lisa Cocca
LESSON 8 TEACHER S GUIDE by Lisa Cocca Fountas-Pinnell Level P Realistic Fiction Selection Summary Jin has to add one item to a class collage of things they learned this year. Jin worries about what to
Más detallesFountas-Pinnell Level N Informational Text. by Oscar Cadejo
LESSON 10 TEACHER S GUIDE by Oscar Cadejo por Oscar Cadejo Fountas-Pinnell Level N Informational Text Selection Summary This informative book introduces readers to bottlenose dolphins, including their
Más detallesCharacteristics of the Text Genre Biography Text Structure
LESSON 20 TEACHER S GUIDE by Carolyn Bond Fountas-Pinnell Level O Biography Selection Summary After losing an arm during the Civil War, explorer in 1869 led a team of 10 men on a first-ever three-month
Más detallesFountas-Pinnell Level K Informational Text
LESSON 2 TEACHER S GUIDE Feliz cumpleaños a todos! by Gail Mack Fountas-Pinnell Level K Informational Text Selection Summary This selection discusses birthday customs around the world: special birthday
Más detallesFountas-Pinnell Level T Realistic Fiction
LESSON 8 TEACHER S GUIDE Atrapados en el campamento by Joseph Killorin Brennan Fountas-Pinnell Level T Realistic Fiction Selection Summary Nico is sent to summer camp. At first, he is miserable and thinks
Más detallesGénero: Biografía Estrategia: Visualizar Destreza: Causa y efecto. HOUGHTON MIFFLIN Libritos nivelados en línea
LESSON 5 TEACHER S GUIDE by Robert Roemer Fountas-Pinnell Level R Biography Género: Biografía Estrategia: Visualizar Destreza: Causa y efecto 3.1.5 HOUGHTON MIFFLIN Libritos nivelados en línea Selection
Más detallesLucy y Billy. Fountas-Pinnell Level J Realistic Fiction. by Pauline Cartwright
LESSON 1 TEACHER S GUIDE by Pauline Cartwright Lucy y Billy Fountas-Pinnell Level J Realistic Fiction Selection Summary At the pet shop, Lucy chooses a parakeet for her birthday. She names him Billy, and
Más detallesConejos como mascotas
LESSON 1 TEACHER S GUIDE Ciencias Estrategia: Resumir by Martin Cohen Fountas-Pinnell Level K Nonfiction 2.1.1 Desarrollar el vocabulario 2_269245RTXS_VR1_1BL_CVR_PetRabb1 1 HOUGHTON MIFFLIN Libritos nivelados
Más detallesFountas-Pinnell Level L Informational Text
LESSON 20 TEACHER S GUIDE Cuidado con los osos polares! by Bo Grayson Fountas-Pinnell Level L Informational Text Selection Summary Polar bears bodies are built to help them survive in their cold Arctic
Más detallesEl rey del jonrón 3.1.5
LESSON 5 TEACHER S GUIDE Género: Biografía Estrategia: Visualizar Destreza: Causa y efecto 3.1.5 by Joanna Korba Fountas-Pinnell Level P Biography HOUGHTON MIFFLIN Libritos nivelados en línea Selection
Más detallesFountas-Pinnell Level U Realistic Fiction. tres erres
LESSON 16 TEACHER S GUIDE by Belinda Dancing Bear Fountas-Pinnell Level U Realistic Fiction Selection Summary A group of students is having trouble working together on project that will help the community.
Más detallesEl regreso de los osos pardos a Yellowstone by Knute Edwards
Nivel: S EDL: 44 Género: Texto informativo LESSON 10 TEACHER S GUIDE Estrategia: El regreso de los osos Revisar/Aclarar pardos Destreza: Idea principal y detalles Número de palabras: 2,234 a by Knute Edwards
Más detallesCharacteristics of the Text Genre Biography Text Structure Third-person narrative
LESSON 19 TEACHER S GUIDE Canciones para el pueblo by Darleen Ramos Fountas-Pinnell Level P Biography Selection Summary Woody Guthrie was a folk singer and award-winning writer of over 1,000 songs, including
Más detallesDichos hechos realidad by Lee S. Justice
LESSON 6 TEACHER S GUIDE by Lee S. Justice Fountas-Pinnell Level O Humorous Fiction Selection Summary Lidia wishes that idioms like soltó la sopa would mean just what they say. When her wish comes true,
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Mix of mostly expository and some narrative text, third-person point of view
Nivel: K EDL: 20-24 Ciencias LESSON 11 TEACHER S GUIDE Estrategia: De las máquinas de Resumir Número de palabras: 338 2.3.1 escribir Construir vocabulario a las by Jennifer Duffy Fountas-Pinnell Level
Más detallesFountas-Pinnell Level L Biography
LESSON 11 TEACHER S GUIDE Michelle Kwan: Una campeona by Dixie Lee Petrokis Fountas-Pinnell Level L Biography Selection Summary This biography of figure skating champion Michelle Kwan traces her early
Más detallesL nuev c s de R yit. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level J Fantasy
LESSON 10 TEACHER S GUIDE by Dennis Warner L nuev c s de R yit Fountas-Pinnell Level J Fantasy Selection Summary The rain has washed away Rayita s home, so friends Araña, Zorrilla, Ardilla and Gansa all
Más detallesCharacteristics of the Text Genre Informational text Text Structure Cause-and-effect text structure
Nivel: L EDL: 20 24 Género: Texto informativo LESSON 8 TEACHER S GUIDE Estrategia: Visualizar Destreza: Idea principal y detalles Número de palabras: 503 by Erik Barneveld Fountas-Pinnell Level L Informational
Más detallesCharacteristics of the Text Genre Informational text Text Structure
LESSON 23 TEACHER S GUIDE by Lulu Monroe por Lulu Monroe Fountas-Pinnell Level M Informational Text Selection Summary Thick, warm wool can be turned into fabric for many purposes, such as clothing, blankets,
Más detallesLa señora Mendoza es famosa! by Naomi Carlson
LESSON 1 TEACHER S GUIDE La señora Mendoza es famosa! by Naomi Carlson Fountas-Pinnell Level N Humorous Fiction Selection Summary Everyone in town loves señora Mendoza, a teacher who dresses outlandishly,
Más detallesCharacteristics of the Text Genre Folktale Text Structure
Nivel: J EDL: 18 Género: Folktale LESSON 12 TEACHER S GUIDE Estrategia: Preguntar Destreza: Secuencia de sucesos Número de palabras: 369 by Patrick Doherty Fountas-Pinnell Level J Folktale 1.3.12 HOUGHTON
Más detallesFountas-Pinnell Level O Fantasy
LESSON 23 TEACHER S GUIDE by Minnie Timenti Fountas-Pinnell Level O Fantasy Selection Summary When Luisito moves to a new home, his stuffed bear, Ursus, gets left behind in the moving van. For the next
Más detallesFountas-Pinnell Level P Informational Text. by Rufus Albermarle
LESSON 22 TEACHER S GUIDE by Rufus Albermarle Fountas-Pinnell Level P Informational Text Selection Summary Some kinds of fish migrate in order to find plentiful food sources or places to breed. Migrating
Más detallesCharacteristics of the Text Genre Biography Text Structure
LESSON 18 TEACHER S GUIDE estadounidense by Miki Terasawa Maria Tallchief, bailarina estadounidense por Miki Terasawa Fountas-Pinnell Level S Biography Selection Summary Maria Tallchief was the first world-famous
Más detallesFountas-Pinnell Level J Humorous Fiction. by Rob Arego
LESSON 15 TEACHER S GUIDE by Rob Arego Fountas-Pinnell Level J Humorous Fiction Selection Summary On a holiday from school, two siblings visit their Mom s petgrooming shop. When too many pets appear at
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